Program Description

The Teacher of Students with Moderate Disabilities program prepares gradates to be caring and competent special education teachers and leaders with the essential and critical skills to understand the use of diverse curriculum design and development. Graduates are prepared to become highly motivated educators who are practitioners of educational innovation, and meet the regulations for licensure of Teacher of Students with Moderate Disabilities 5-12. Program completers are career-ready, technologically savvy, exhibit inter-cultural competence and are equipped to advance social justice.

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Learning Outcomes

Graduates are knowledgeable of the public school curriculum at the secondary level and and ways to engage students with moderate disabilities in accessing that curriculum. They utilize educational terminology specific to mild to moderate disabilities. They prepare, implement, and evaluate Individualized Education Programs (IEPs); design or modify curriculum material and classroom environments for students with moderate disabilities. They are familiar with augmentative and alternative communication and other assistive technologies; are knowledgeable of services provided by other agencies; federal and state laws and regulations pertaining to special education; child development, including basic theories of cognitive, social, emotional, language, and physical development from childhood through adolescence; and of characteristics and instructional implications of moderately and severely disabling conditions. They utilize inclusive practices to create a safe and collaborative learning environment that fosters positive socio-emotional development. They set high expectations for all students; implement well-structured lessons, with measurable assessments of learning; and engage in ongoing reflection on practice.

Careers

Students who complete this program will be eligible for licensure to teach in grades 5-12 as a co-teacher, a consulting teacher or a teacher of record in resource room settings.

For more information, please contact Admissions at 1-800-829-4723.

Curriculum

Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.

Professional Seminar and Project

7

Credits

Professional Seminar I: Special Education (Initial)

ESP 691N  2 credit(s)

In this first professional seminar students consider teaching as a field of professional study governed by ethical and professional standards. The pedagogical skills to be demonstrated by all teacher candidates seeking license to teach in our public schools, and the knowledge and skills specific to the field and level of licensure are introduced. Issues encountered in schools (poverty, immigration, homelessness) and their impact on student learning and development are examined. The Understanding by Design framework for lesson design, essential questions, and performances of understanding is introduced. Students examine cooperative learning to promote socio-emotional learning and create a community of learners within the classroom. An Understanding by Design lesson plan is required. Students identify a topic and research question to frame the Independent Learning Project (ILP). A subscription to TaskStream is required.

Professional Seminar II: Special Education (Initial)

ESP 692N  2 credit(s)

In this second professional seminar students continue their study of the areas of instructional performance to be demonstrated by all teacher candidates seeking license to teach in our public schools and the knowledge and skills requirements specific to the field and level of licensure. Research-based instructional practices that correlate with student learning gains across the content areas are examined. Instructional practices specific to their chosen discipline of study are also examined. An in-class lesson implementation is required. Students gather data related to the Independent Learning Project (ILP). A subscription to TaskStream is required.

Independent Learning Project: Special Education

ESP 800  3 credit(s)

The Independent Learning Project is a culminating learning experience that helps educators integrate their personal and formal learning and their professional experiences into a meaningful whole. It reflects the general guidelines for teachers of students with moderate dis- abilities and articulates the individual’s educational and administrative philosophy. The project is research and action-based, on a focused topic chosen by the educator, within the area of licensure. It engages educators in sustained research into educational practice and cur- riculum development; parts of the project may be implemented during the practicum.

Moderate Disabilities Courses (5-12)

30

Credits

Teaching Phonological and Phonemic Awareness and Phonics

ELE 500

This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.

Adapting Materials for Students w/Disabilities in Gen Ed Classrooms

ESP 592  1 credit(s)

In this course students adapt materials and modify curriculum to meet students' Individual Education Programs (IEP). Models of inclusion and teaching techniques for students with disabilities in general education classrooms are explored. Students examine academic interventions in mathematics, reading and writing and develop strategies to increase participation of their students in inclusive classrooms by acquiring teaching strategies to create a positive learning environment. They design reasonable classroom accommodations, identify realistic alternatives, propose classroom management techniques, routines and rituals to promote positive behavior, and adapt assessments to meet learners' diverse needs. Students demonstrate understanding through case study analysis and lesson presentation.

Collaboration and Consultation Techniques

ESP 594  2 credit(s)

The course explores the concept of school and community working together as partners to support each other in a strong coalition. A school district serves several smaller communities in one, and rarely does a community act as a single entity. To establish and sustain community and school linkage is critical to an effective partnership. The course explores the core mission of public schools and creates an environment that helps young people learn and achieve at high standards. The community school approach supports young people’s academic, social, and interpersonal goals by creating an effective learning atmosphere. Schools are a microcosm of societal values and community philosophy that daily affects students’ lives. The power structure of a community — its formal and informal networks and the people in them — that makes things happen is studied.

Inclusion and Classroom Behavior Management

ESP 512  3 credit(s)

In this course students learn the basic components of an effective inclusionary program. They acquire knowledge of the etiology of learning problems and specific techniques to fully include special education students into the regular classroom. Course assignments connect theories to classroom practice. Emphasis is on learning behavior management skills that are effective with both regular and special education students. Pre-practicum hours of directed field-based training required.

Principles of Language Development Bridging Differences and Disorders

ESP 662  3 credit(s)

Language acquisition is one of the most important domains within the sciences of the mind. Developments in cognitive neuroscience have made it evident that language has constant neural reorganization. Students develop an overview of the course of language development, biological foundations for language, the major linguistic systems individuals must acquire, and finally the methods of study for language development. Theories of first and second language acquisition and development are introduced. Candidates examine different theories of semantic development, phonological development, morphological development and syntax. Students come to understand the relationship between language acquisition, language impairment, and treatments of children with learning differences including dyslexia as well as other communicative disabilities are also discussed. Pre-practicum hours of directed field-based training required.

Theories of Typical and Atypical Human Development

ESP 689  3 credit(s)

This course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding children's psychological, intellectual, physical and socio-emotional development. Piaget's theory of cognitive development is examined along with recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual educational Plan is required. Pre-practicum hours required.

Psycho-Educational Assessment for Teaching Exceptional Students

ESP 607  3 credit(s)

This course prepares candidates to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Candidates develop a conceptual framework to understand student's academic needs and develop appropriate interventions based upon testing outcome data. Test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans. Specific practices include formative assessment, academic feedback, and questioning. Pre-practicum hours of directed field-based training required.

Assistive Technology: Modifying the Curriculum for Diverse Learners

ESP 615  3 credit(s)

How do we as educators implement the mandated requirements of the Individuals with Disabilities Education Act that calls for assistive technology to be considered in each Individualized Education Program (IEP)? Candidates examine assistive technologies and the federal laws impacting the education of students with disabilities and investigate assistive technologies addressing seating and positioning, access to the technology, augmentative and alternative communication (low-tech and high-tech). Candidates examine curriculum modifications using technology, and software that addresses these modifications and individual learning styles. The course provides a comprehensive understanding of the various augmentative and alternative communications (AAC) methodologies, including the appropriate use of aids and devices. Course assignments connect assistive technologies to classroom practice.

This course reviews all special education laws (IDEIA, 2004, and specific regulations such as 34 C.F.R. 300; 603 CMR 28:00) regarding the pre-referral and referral of a student, and the development of an Individual Education Plan (IEP). Additionally, the course examines the relevance of Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA, 1990), the Family Education Rights and Privacy Act (FERPA), as well as the procedures for Special Education Appeals relating to public schools’ obligations to provide Free and Appropriate Public Education (FAPE) for students with disabilities. Additional emphasis is placed on students with a diagnosis of Autism and developing IEPs for these students in the Least Restrictive Environment (LRE), using theories and strategies for including students in general education classrooms. Special attention is paid to legislation governing special education. Pre-practicum hours of directed field-based training required.

Attaining Science Literacy

SCI 680  3 credit(s)

This course addresses science literacy by (1) examining the development of the knowledge and skills needed to understand the natural world and to intelligently participate in decisions that affect it, (2) considering science as a way of knowing and as a basis for thinking and problem-solving, and (3) reviewing strategies for promoting science literacy in school programs. Course content includes practical and theoretical constructs with emphasis on connecting theory to practice, applying conceptual understandings to individual teaching settings, and developing skills for independent professional development and scholarship. Pre-practicum hours of directed field-based training required.

Teaching Social Science, History and Multicultural Education in Grades 5-12

ESP 636  3 credit(s)

This course prepares candidates to co-teach and conslult with general educators in the area of social studies. Topics investigated are taken form the Massachusetts Curriculum Frameworks/Common Core in history and social studies. Candidates produce and implement well-structured lessons that center on core disciplinary ideas in the K-12 social studies curriculum, utilize primary source materials, and reflect knowledge of formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback, and questioning to support higher-order thinking.

Moderate Disabilities Course Choice (5-12)

3

Credits

Take MAT 618 or MAT 708.

Mathematics Essentials

MAT 618  3 credit(s)

This course focuses on the essential components of algebra, probability and statistics. Major topics include: algebraic, linear and non-linear models; functions and graphs; collecting, organizing and displaying data; using appropriate statistical methods based on data; and applying basic concepts of probability theory to everyday situations. Observations of lessons in which any of these topics are taught would meet pre-practicum observational requirements for this course.

Diagnosis & Remediation of Learning Problems in Mathematics (K-12)

MAT 708  3 credit(s)

This course examines the nature of mathematics learning, major types of mathematics learning problems, and their etiology. It discusses possible causes of these problems and suggests remediation strategies that teachers and parents can use to help children learn mathematics more effectively. Teachers focus on selected areas of mathematics at the K-8 levels that challenge children, and on how to remediate and facilitate mathematics learning in classroom and one-to-one settings.

Practicum (licensure students only)

5

Credits

Practicum Prerequisites

Pass all teacher tests required by the state for this license. Massachusetts MTELs: 5-12: Those seeking this license for 5-12 must take and pass the Communications and Literacy, Foundations of Reading and pass either the General Curriculum test or a subject matter test in one of the following academic subjects: English, mathematics, science (biology, chemistry, earth science, general science, and physics), history, middle school humanities, middle school mathematics/science, or political science/political philosophy at the 5-8 or 8-12 grade level.

The practicum is 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate setting for students with moderate disabilities.

Guided and evaluated by a licensed/certified special educator in the classroom and a Cambridge College supervisor. Practicum locations are subject to ESE regulations and must be discussed with the program chair and approved by the pre-practicum/practicum coordinator.

Practicum: Special Education (5-12) 300 hours

ESP 790B  3 credit(s)

14-week supervised field experience of a minimum of 300 hours in which candidates demonstrate proficiency in meeting the Professional Standards for Teachers. The practicum must meet the hours and setting requirements for the license sought, under the guidance of a supervising practitioner with the appropriate license, with Cambridge College supervision. Assessment follows the Candidate Assessment of Performance (CAP) and assesses ability with respect to: well-structured lessons, high expectations, meeting diverse needs, adjustment to practice, safe learning environment, professional culture/reflective practice, as well as formative assessment, differentiation and providing academic feedback. Artifacts are uploaded into an Exit Portfolio. An Application to Practicum is required.

Practicum Seminar: Special Education

ESP 791  2 credit(s)

Practicum required concurrently: ESP790 A/B. The seminar, based on the Professional Standards for Teachers in Massachusetts and those of the Council for Exceptional Children (CEC), provides opportunities for classroom experience and supports students' growth as they assume the teaching role. Candidates receive feedback on lesson plans, and develop instructional practice by analyzing case studies, engaging in role play and viewing of instructor-selected video tapes that depict examples of practice. Candidates upload required key assessments into an Exit Portfolio in TaskStream.

SEI (Sheltered English Immersion) Content License Endorsement Course

SEI 605  3 credit(s)

This Sheltered English Immersion (SEI) Content License Endorsement Course is designed for educator licensure candidates in all core academic areas, to prepare them to address the needs, and build on the multilingual and multicultural assets, of a diverse and ever-changing student population in Massachusetts. The course is a key element of the Massachusetts RETELL initiative (Rethinking Equity and Teaching for English Language Learners). RETELL also includes statewide implementation of the WIDA ELD (English Language Development) standards, and the WIDA-ACCESS assessment tools. Participants will be introduced to ELD standard and WIDA tools, and will practice applying research-based SEI instructional strategies as they teach their content to English language learners (ELLs). They will also be introduced to a variety of professional growth opportunities to prepare them to extend their learning by making SEI the focus of professional practice within the new educator evaluation process.

Students may enter the College without having met the MTEL and GPA requirements. Enroll in the non-licensure program corresponding to the license desired. When the MTEL test is pased and a GPA of 3.0 earned, seek approval to transfer into the licensure program.

School Requirements

State Health Requirements

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form

Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.

Note: Rates are as of September 2017, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college. Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more

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Cambridge College is accredited by the New England Association of Schools and Colleges. The College and all its degree programs are authorized by the Massachusetts Board of Higher Education. The College is authorized to operate and offer selected degree programs in their states by the California Bureau for Private Post-Secondary and Vocational Education, the Council on Higher Education of Puerto Rico, and is also recognized by the Puerto Rico Department of Education.

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